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SELF-REFLECTION OF TEACHING PRACTICES READING, WRITING,TALKING
School:
Date:
Grade(s) presently teaching:
Please do not sign your name. Mark the responses that most nearly reflect your teaching practices. This is one way to reflect your practices and how much you got out of it.
Keep one copy and give one to your tutor(s0.
HOW OFTEN:
0=never 1=rarely 2=sometimes (1-2x/ week)
3=moderately(3x/week) 4=often(4x/week) 5=daily
DEVELOPMENT APPROPRIATENESS:I provide opportunities for students to use literacy for their own purposes using previous knowledge, developmentally appropriate strategies and world experiences
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EVIRONMENT: I use flexible grouping, e.g. pairs, small groups of different levels, small needs-based groups, and working alone.
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KNOWLEDGE CONSTRUCTION: I provide opportunities for students to interpret literary and informational texts before, during and after reading or listening by talking, writing, enacting, drawing, etc.
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ASSESSMENT OF LEARNING: I assess students’ use of literacy strategies using this information to measure student progress and refocus my own teaching.
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DEMONSTRATION OF STRATEGIES: I read aloud to students and write in front of them, using literary and informational texts.
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READING STRATEGIES: I instruct students to read strategically, e.g. to reflect, predict, decode, question, connect, retell, summarize, map, etc.
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WRITING STRATEGIES: I provide opportunities for students to work through the writing processes alone and with others, e.g. thinking about purposes and audiences, prewriting, drafting, revising, editing and publishing.
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SELF-SELECTION: I provide time for the self-selection of books for independent reading in the classroom, and for book sharing.
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DEVELOPING MEANING: I provide clear targets to students to develop higher levels of learning, e.g. What does it mean? Why do I need to know it? How will I use it?
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EXTENTION OF LEARNING: I provide opportunities and activities for students to learn more about topics of their choice through problem-based learning assignments, etc.
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BUILDING SUCCESS: I structure lessons/activities that provide opportunities for all students to experience success.
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1.According to the passage, who most probably mark the responses in the form?
A. Professional tutors. B. Language teachers.
C. Personal physician. D. Psychological therapist.
2.According to the passage, which frequency degree would you choose if you carry out the practice in the form not at all often?
A. 0 B. 1 C. 2 D. 3
3.Mr. Kent bears EXTENTION OF LEARNING idea in mind, he quite often tends to _______.
A. always set groups to encourage students to work out something by putting heads together
B. prepare grade-level materials for teaching
C. develop students reading skills during pre- while-and- post-reading stage
D. provide students with extra learning materials to further their study
4. Mrs. Grace likes to share her version of tasks outcome in class, which could be labeled _____.
A. ASSESSMENT OF LEARNING B. KNOWLEDGE CONSTRUCTION
C. DEVELOPMENT OF STRATEGIES D. SELF-SELECTION
高三英语阅读理解中等难度题查看答案及解析
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SELF-REFLECTION OF TEACHING PRACTICES READING, WRITING,TALKING
Please do not sign your name．Mark the responses that most nearly reflect your teaching practices．This is one way to reflect your practices and how much you got out of it．
Keep one copy and give one to your tutor(s0．
HOW OFTEN:
0=never 1=rarely 2=sometimes (1-2x/ week)
3=moderately(3x/week) 4=often(4x/week) 5=daily
1.According to the passage, who most probably mark the responses in the form?
A．Professional tutors．
B．Language teachers．
C．Personal physician．
D．Psychological therapist．
2.According to the passage, which frequency degree would you choose if you carry out the practice in the form not at all often?
A．0
B．1
C．2
D．3
3.Mr．Kent bears EXTENTION OF LEARNING idea in mind, he quite often tends to ______．
A．always set groups to encourage students to work out something by putting heads together
B．prepare grade-level materials for teaching
C．develop students reading skills during pre- while-and- post-reading stage
D．provide students with extra learning materials to further their study
4.Mrs．Grace likes to share her version of tasks outcome in class, which could be labeled ____．
A．ASSESSMENT OF LEARNING
B．KNOWLEDGE CONSTRUCTION
C．DEVELOPMENT OF STRATEGIES
D．SELF-SELECTION
高三英语阅读理解中等难度题查看答案及解析
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I was in my third year of teaching creative writing at a high school in New York, when one of my students, 15-year-old Mikey, gave me a note from his mother. It explained his absence from class the day before.
I had seen Mikey himself writing the note at his desk. Most parental-excuse notes I received were penned by my students. If I were to deal with them, I’d be busy 24 hours a day.
The forged excuse notes made a large pile, with writing that ranged from imaginative to crazy. The writers of those notes didn’t realize that honest excuse notes were usually dull: “Peter was late because the alarm clock didn’t go off.”
Isn’t it remarkable, I thought, how the students complained and said it was hard putting 200 words together on any subject? But when they produced excuse notes, they were brilliant.
So one day I typed out a dozen excuse notes and gave them to my classes. I said, “They’re supposed to be written by parents, but actually they are not. True, Mikey?” The students looked at me nervously.
“Now, this will be the first class to study the art of the excuse note --- the first class, ever, to practice writing them. You’re so lucky to have a teacher like me who has taken your best writing and turned it into a subject worthy of study. ”
Everyone smiled as I went on, “You used your imaginations. So try more now. Today I’d like you to write ‘An Excuse Note from Adam to God’ or ‘An Excuse Note from Eve to God’.” Heads went down. Pens raced across paper. For the first time ever I saw students so careful in their writing that they had to be asked to go to lunch by their friends.
The next day everyone had excuse notes. Heated discussions followed. The headmaster entered the classroom and walked up and down, looking at papers, and then said, “I’d like you to see me in my office.”
When I stepped into his office, he came to shake my hand and said, “I just want to tell you that that lesson, that task, whatever the hell you were doing, was great. Those kids were writing on the college level. Thank you. ”
1.What did the author do with the students found dishonest?
A．He reported them to the headmaster. B．He lectured them hard on honesty.
C．He had them take notes before lunch. D．He helped improve their writing skills.
2.The author found that compared with the true excuse notes, the produced ones by the students were usually__________.
A．less impressive B．more imaginative C．worse written D．less convincing
3.The author had the students practice writing excuse notes so that the students could learn_________.
A．the importance of being honest B．how to write excuse notes skillfully
C．the pleasure of creative writing D．how to be creative in writing
4.The underlined word “forged” in the second paragraph means “______”.
A．former B．copied C．false D．honest
5.What did the headmaster think of the author’s way of teaching?
A．Effective. B．Difficult C．Misleading. D．Reasonable
高三英语阅读理解中等难度题查看答案及解析
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完形填空
I was in my third year of teaching creative writing at a high school in New York, when one of my students, 15-year-old Micky, gave me a note from his mother. It his absence from class the day before.
I had seen Micky himself writing the note at his desk. Most parental-excuse notes I received were penned by my . The forged(伪造的) excuse notes made a large pile, with writing that ranged from imaginative to crazy. The of those notes didn’t realize that honest excuse notes were usually : “Peter was late because the alarm clock didn’t go off.” The students always said that it was hard putting 200 words together on any subject, but when they excuse notes, they were brilliant.
So one day I gave the excuse notes to my classes, saying, “They’re to be written by parents, but actually they are not. True, Micky ? ” The students looked at me .“Now, this will be the first class to study the of the excuse notes --- the first class, ever, to practice writing them. You’re so to have a teacher like me who has taken your best writing and turned it into a worthy of study. ”
Everyone smiled as I went on, “You used your . So try more now. Today I’d like you to write ‘An Excuse Note from Adam/Eve to God’.” went down. Pens raced paper. For the first time ever I saw students so in their writing that they had to be asked to go to lunch by their friends.
The next day everyone had excuse notes. discussions followed. The headmaster entered the classroom and walked , looking at papers, and then said, “I’d like you to see me in my office.” My heart .
When I stepped into his office, he came to my hand and said, “I just want to tell you that that lesson, that task, whatever the hell you were doing, was . Those kids were writing on the college . Thank you. ”
1.A. explained B. described C. introduced D. announced
2.A. parents B. students C. teachers D. partners
3.A. editors B. readers C. writers D. speakers
4.A. true B. right C. easy D. dull
5.A. produced B. hunted C. discovered D. delivered
6.A. started B. raised C. supposed D. improved
7.A. eagerly B. nervously C. excitedly D. coldly
8.A. form B. difficulty C. meaning D. art
9.A. lucky B. helpful C. lovely D. active
10.A. talent B. habit C. product D. subject
11.A. devotion B. imagination C. concentration D. information
12.A. hands B. eyes C. heads D. ears
13. A. across B. with C. against D. behind
14.A. curious B. careful C. careless D. calm
15.A. Separated B. Surprising C. Heated D. Lasting
16.A. day and night B. in and out C. now and then D. up and down
17.A. sank B. rose C. flew D. hurt
18.A. watch B. touch C. shake D. catch
19.A. sure B. bad C. tough D. great
20.A. base B. level C. paper D. theme
高三英语完形填空中等难度题查看答案及解析
-
完形填空
I was in my third year of teaching creative writing at a high school in New York, when one of my students, 15-year-old Micky, gave me a note from his mother. It his absence from class the day before.
I had seen Micky himself writing the note at his desk. Most parental-excuse notes I received were penned by my . The forged(伪造的) excuse notes made a large pile, with writing that ranged from imaginative to crazy. The of those notes didn’t realize that honest excuse notes were usually : “Peter was late because the alarm clock didn’t go off.” The students always said that it was hard putting 200 words together on any subject, but when they excuse notes, they were brilliant.
So one day I gave the excuse notes to my classes, saying, “They’re to be written by parents, but actually they are not. True, Micky ? ” The students looked at me .“Now, this will be the first class to study the of the excuse notes --- the first class, ever, to practice writing them. You’re so to have a teacher like me who has taken your best writing and turned it into a worthy of study. ”
Everyone smiled as I went on, “You used your . So try more now. Today I’d like you to write ‘An Excuse Note from Adam/Eve to God’.” went down. Pens raced paper. For the first time ever I saw students so in their writing that they had to be asked to go to lunch by their friends.
The next day everyone had excuse notes. discussions followed. The headmaster entered the classroom and walked , looking at papers, and then said, “I’d like you to see me in my office.” My heart .
When I stepped into his office, he came to my hand and said, “I just want to tell you that that lesson, that task, whatever the hell you were doing, was . Those kids were writing on the college . Thank you. ”
1.A. explained B. described C. introduced D. announced
2.A. parents B. students C. teachers D. partners
3.A. editors B. readers C. writers D. speakers
4.A. true B. right C. easy D. dull
5.A. produced B. hunted C. discovered D. delivered
6.A. started B. raised C. supposed D. improved
7.A. eagerly B. nervously C. excitedly D. coldly
8.A. form B. difficulty C. meaning D. art
9.A. lucky B. helpful C. lovely D. active
10.A. talent B. habit C. product D. subject
11.A. devotion B. imagination C. concentration D. information
12.A. hands B. eyes C. heads D. ears
13.A. across B. with C. against D. behind
14.A. curious B. careful C. careless D. calm
15.A. Separated B. Surprising C. Heated D. Lasting
16.A. day and night B. in and out C. now and then D. up and down
17.A. sank B. rose C. flew D. hurt
18.A. watch B. touch C. shake D. catch
19.A. sure B. bad C. tough D. great
20.A. base B. level C. paper D. theme
高三英语完形填空中等难度题查看答案及解析
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Reading well begins with understanding the words on the page. In nearly three decades of teaching literature, I’ve noticed that many readers have been conditioned to jump so quickly to interpretation and evaluation that they often skip the fundamental but essential task of comprehending what the words actually mean. 1.. When I ask students to describe or explain a line or passage, often their first response is to turn their eyes upward in search of a thought or an idea, rather than to look down at the words on the page in front of them where the answer actually lies. 2.and this improves with practice.
Practice makes perfect, but pleasure makes practice more likely, so read something enjoyable. If a book is so agonizing that you avoid reading it, put it down and pick up one that brings you pleasure. Life is too short and books are too plentiful not to. Besides, one can't read well without enjoying reading.
3.A book that requires nothing from you might offer the same distraction as that of a television sitcom, but it is unlikely to provide intellectual, aesthetic (美学的), or spiritual rewards long after the cover is closed. 4.: books with sentences so exquisitely (精妙地) crafted that they must be reread, familiar words used in fresh ways, new words so evocative (唤起情感的) that you are compelled to look them up, and images and ideas so arresting that they return to you for days to come.
Also, read slowly. Speed-reading is not only inferior to deep reading but may bring more harm than benefits. 5.. Worse yet, “peed-reading gives you two things that should never mix superficial knowledge and overconfidence.”
A.This habit of the mind can be seen in the body
B.Therefore, demand books that make demands on you
C.Attending to the words on the page requires deep thinking
D.When you read, you should be faithful to the text and context
E.While reading is fun, not every minute of reading is enjoyable
F.When you read quickly, you aren’t thinking critically or making connections
G.On the other hand, the greatest pleasures are those born of labor and investment
高三英语七选五中等难度题查看答案及解析
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Finding time to read is an important part of developing reading and writing skills for all kids. And there are many easy and convenient ways to make reading a part of each day — even when it's tough to find time to sit down with a book.
Car trips, waits in checkout lines and the doctor's office are all opportunities for reading. Keep books or magazines in your car, or backpack to pull out whenever you're going to be in one place for a while. Even if you can't finish a book, read a few pages or discuss some of the pictures.
Encourage kids to bring favorite books and magazines along wherever you go. While it's attractive to provide electronic games and readers, be sure to alternate electronic media with plenty of opportunities to read traditional print books.
Reading opportunities are everywhere you go. While riding in the car, for example, encourage kids to spot words and letters (on billboards, store signs, etc.), turning it into a game (“Who’ll be the first to find a letter B?”).
Even daily tasks like cooking can provide reading moments. Kids can assist you as you cook by telling you how much flour to measure. Give your child a catalogue to read while you sort through the mail. Ask relatives to send your child letters, e-mail, or text messages, and read them together. Help your child create letters or messages to send back to the relatives. These types of activities help kids see the purpose of reading and of print.
Even when you’re trying to get things done, you can encourage reading. While cleaning, for instance, you might ask your child to read a favorite book to you while you work.
Make sure kids get some time to spend quietly with books, even if it means cutting back on other activities, like watching TV or playing video games.
Most important, be a reader yourself. Kids who see their parents reading are likely to imitate them and become readers, too!
1.What do we know about kids in Paragraph 3?
A. They are suggested taking reading materials only.
B. They can’t resist the desire of playing games.
C. Reading and playing games can be done by turns.
D. They are forbidden to play electronic games.
2.How does the author advise kids to keep in touch with relatives?
A. Make written communication.
B. Make a dialogue with each other.
C. Learn skills from them.
D. Read a catalogue together.
3.What can we learn from the last paragraph?
A. The longest journey begins with the first step.
B. God helps those who help themselves.
C. Detail is the key to success.
D. A fine example has boundless power.
4.What may be the best title for the text?
A. Reading approaches
B. Finding reading moments
C. Encouraging kids to read
D. What reading means to kids
高三英语阅读理解中等难度题查看答案及解析
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The photo often reminds me of the scene _____ we were kept reading and writing after school.
A. on which B. where C. which D. why
高三英语单项填空中等难度题查看答案及解析
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听下面一段较长对话，回答以下小题。
1.What is the woman doing?
A.Reading a story.
B.Writing the ending of the story.
C.Finishing her homework
2.What might the woman do next?
A.Tell the man the storyline.
B.Invite the man to dinner.
C.Publish the book.
高三英语长对话中等难度题查看答案及解析
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A year after graduation, I was offered a position teaching a writing class. Teaching was a profession I had never seriously considered, though several of my stories had been published. I accepted the job without hesitation, as it would allow me to wear a tie and go by the name of Mr. Davis. My father went by the same name, and I liked to imagine people getting the two of us confused. “Wait a minute,” someone might say, “are you talking about Mr. Davis the retired man, or Mr. Davis the respectable scholar?”
The position was offered at the last minute, and I was given two weeks to prepare, a period I spent searching for briefcase and standing before my full-length mirror, repeating the words, “Hello, class. I’m Mr. Davis.” Sometimes I would give myself an aggressive voice. Sometimes I would sound experienced. But when the day eventually came, my nerves kicked in and the true Mr. Davis was there. I sounded not like a thoughtful professor, but rather a 12-year-old boy.
I arrived in the classroom with paper cards designed in the shape of maple leaves. I had cut them myself out of orange construction paper. I saw nine students along a long table. I handed out the cards, and the students wrote down their names and fastened them to their breast pockets as I required.
“All right then,’’ I said. “Okay, here we go.” Then I opened my briefcase and realized that I had never thought beyond this moment. I had been thinking that the students would be the first to talk, offering their thoughts and opinions on the events of the day. I had imagined that I would sit at the edge of the desk, overlooking a forest of hands. Every student would shout. “Calm down, you’ll all get your turn. One at a time, one at a time!”
A terrible silence ruled the room, and seeing no other opinions, I asked the students to pull out their notebooks and write a brief essay related to the theme of deep disappointment.
1.The author took the job to teach writing because .
A. he wanted to be respected B. he had written some stories
C. he wanted to please his father D. he had dreamed of being a teacher
2.What can we learn about the author from Paragraph 2?
A. He would be aggressive in his first class.
B. He was well-prepared for his first class.
C. He waited long for the arrival of his first class.
D. He got nervous upon the arrival of his first class.
3.Before he started his class, the author asked the students to .
A. cut some cards out of the construction paper
B. write down their names on the paper cards
C. cut maple leaves out of the construction paper
D. write down their suggestions on the paper cards
4.What did the students do when the author started his class?
A. They began to talk. B. They raised their hands.
C. They kept silent. D. They shouted to be heard.
高三英语阅读理解中等难度题查看答案及解析